New psychology students describe belonging and wellbeing across four domains

Updated Sep 07, 2026

New students’ accounts of belonging can include study, relationships and circumstances beyond campus. Min Hooi Yong, Gladson Chikwa and Javairia Rehman examine these connections through a small qualitative study.

What the interviews cover

Eight newly enrolled psychology students at one UK university were interviewed in November 2022. The group included undergraduate and postgraduate students, and home and international students.

The authors interpret belonging and wellbeing through four interacting domains: academic, social, surroundings and personal space. They describe similarities and differences in students’ accounts and argue for support responsive to varied circumstances.

The sample provides detailed accounts, not estimates of prevalence or reliable statistical comparisons between demographic groups. Nor does it establish that a particular survey format or intervention prevents later difficulties.

The publisher’s abstract and selected methods and findings were accessible for this review. Detailed subgroup interpretations and claims of causal mechanisms have not been retained. The discipline-specific context matters when considering application elsewhere.

Questions for transition support

As editorial suggestions, invite students to describe what has helped or hindered settling in without assuming every difficulty is social. Give them a clear way to request support separately from a research or evaluation response.

Use local consultation to decide which questions are appropriate, and avoid seeking sensitive personal information without a clear purpose. Review themes alongside service knowledge and student discussion. Any changes intended to support wellbeing or continuation need evaluation in their own right.

Reference

Min Hooi Yong, Gladson Chikwa and Javairia Rehman. “Factors affecting new students’ sense of belonging and wellbeing at university.” Innovations in Education and Teaching International. DOI: 10.1080/14703297.2025.2453104.

Reviewed 7 September 2026 against accessible publisher sections. The revision states the psychology sample and removes unsupported claims about causal diagnosis and prevention. This is a limited-access review.